1. © 2009 McGraw-Hill Higher Education. All rights reserved. 1 CHAPTER 5 Sociocultural Diversity © 2011 McGraw-Hill Higher Education. All rights reserved.

2. © 2009 McGraw-Hill Higher Education. All rights reserved. 2 Learning Goals 1. Discuss how variations in culture, socioeconomic status, and ethnic background need to be taken into account in educating children. 2. Describe some ways to promote multicultural education. 3. Explain various facets of gender, including similarities and differences in boys and girls; discuss gender issues in teaching. © 2011 McGraw-Hill Higher Education. All rights reserved.

3. © 2009 McGraw-Hill Higher Education. All rights reserved. 3 Sociocultural Diversity Culture and Ethnicity Socioeconomic Status Bilingualism Culture © 2011 McGraw-Hill Higher Education. All rights reserved.

4. © 2009 McGraw-Hill Higher Education. All rights reserved. 4 Connecting with Teachers Margaret Longworth, a high school Teacher of the Year, currently teaches middle school in St. Lucie, Florida.  When considering sociocultural diversity, she believes it is important to make schools “user friendly” for parents.  She meets with parents at Haitian churches.  She talks to parents about special education classes, gifted classes, language programs, and scholarships.  She encourages parents to keep their children in school.  She establishes important parent-school-church connections. © 2011 McGraw-Hill Higher Education. All rights reserved.

5. © 2009 McGraw-Hill Higher Education. All rights reserved. 5 Culture Cross-Cultural Studies  Provide information about the degree to which people are similar  Elucidate behaviors specific to certain cultures Culture refers to the behavior patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation. © 2011 McGraw-Hill Higher Education. All rights reserved.

6. © 2009 McGraw-Hill Higher Education. All rights reserved. 6 Individualism vs. Collectivism Individualism Gives priority to personal goals Values feeling good and personal distinction Fosters independence Collectivism Values group; personal goals are subordinated Encourages interdependence of group members Supports harmonious relationships © 2011 McGraw-Hill Higher Education. All rights reserved.

7. © 2009 McGraw-Hill Higher Education. All rights reserved. 7 Socioeconomic Status Socioeconomic status (SES): The grouping of people according to their economic, educational, and occupational characteristics. Educating students from low-SES backgrounds requires strategies that address issues such as discipline, motivation, parent involvement, mentoring, and the untapped knowledge these students can access. © 2011 McGraw-Hill Higher Education. All rights reserved.

8. © 2009 McGraw-Hill Higher Education. All rights reserved. 8 Children in Poverty Of the 17.4% of U.S. children who live in poverty: 50% live in African American households 40% live in Latino households © 2011 McGraw-Hill Higher Education. All rights reserved.

9. © 2009 McGraw-Hill Higher Education. All rights reserved. 9 Negative Impact of Poverty on Children and Schools Poor Schools Have fewer resources Old, poorly maintained buildings Less experienced teachers Encourage more rote learning Provide environments not conducive to learning Poor Students Greater adversity at home & school Less cognitively stimulating home environments Lower achievement scores Lower graduation rates Lower % college bound © 2011 McGraw-Hill Higher Education. All rights reserved.

10. © 2009 McGraw-Hill Higher Education. All rights reserved. 10 Ethnicity Ethnicity refers to a shared pattern of characteristics such as cultural heritage, nationality, race, religion, and language. For children of color, educational segregation is still a reality that affects the school experience. © 2011 McGraw-Hill Higher Education. All rights reserved.

11. © 2009 McGraw-Hill Higher Education. All rights reserved. 11 Prejudice An unjustified negative attitude toward an individual because of his/her membership in a group. © 2011 McGraw-Hill Higher Education. All rights reserved.

12. © 2009 McGraw-Hill Higher Education. All rights reserved. 12 English as a Second Language Bilingual education programs teach English to students whose native language is not English.  English immersion  Transitional bilingual  Two-way or dual bilingual education © 2011 McGraw-Hill Higher Education. All rights reserved.

13. © 2009 McGraw-Hill Higher Education. All rights reserved. 13 Sociocultural Diversity Multicultural Education Issues- Centered Education Culturally Relevant Teaching Empowering Students Improving Relationships Among Children from Different Ethnic Groups © 2011 McGraw-Hill Higher Education. All rights reserved.

14. © 2009 McGraw-Hill Higher Education. All rights reserved. 14 The Multicultural Classroom High expectations for ALL students Curriculum presents diverse cultural perspectives Instructional materials represent diverse backgrounds and experiences Hidden curriculum reflects positive aspects of diversity Counseling program challenges students to dream and reach those dreams © 2011 McGraw-Hill Higher Education. All rights reserved.

15. © 2009 McGraw-Hill Higher Education. All rights reserved. 15 Multicultural Education and Social Justice Social Justice—One of the core values in multicultural education. Core components are:  Prejudice Reduction – refers to activities teachers can implement in the classroom to eliminate negative and stereotypical views of others.  Equity Pedagogy – modifications to the teaching process to incorporate materials and learning strategies appropriate to boys and girls and for various ethic groups. © 2011 McGraw-Hill Higher Education. All rights reserved.

16. © 2009 McGraw-Hill Higher Education. All rights reserved. 16 Empowering Students Curriculum should be antiracist and antidiscriminatory. Multicultural education should be ubiquitous. All students should be culturally conscious. © 2011 McGraw-Hill Higher Education. All rights reserved.

17. © 2009 McGraw-Hill Higher Education. All rights reserved. 17 Issues-Centered Education  Students are taught to systematically examine issues that involve equity and social justice.  Students clarify their values and examine alternatives and consequences for their issue stance.  Is closely related to moral education. © 2011 McGraw-Hill Higher Education. All rights reserved.

18. © 2009 McGraw-Hill Higher Education. All rights reserved. 18 Improving Relations Among Children from Different Ethnic Groups The jigsaw classroom Positive personal contact with others from different cultural backgrounds Perspective taking Critical thinking and emotional intelligence Reducing bias Increasing tolerance School and community as a team © 2011 McGraw-Hill Higher Education. All rights reserved.

19. © 2009 McGraw-Hill Higher Education. All rights reserved. 19 Reflection & Observation Reflection: What experiences have you had with students different from yourself? © 2011 McGraw-Hill Higher Education. All rights reserved.

20. © 2009 McGraw-Hill Higher Education. All rights reserved. 20 Sociocultural Diversity Gender Gender Role Classification Gender Stereotyping, Similarities, and Differences Eliminating Gender Bias Exploring Gender Views Gender in Context © 2011 McGraw-Hill Higher Education. All rights reserved.

21. © 2009 McGraw-Hill Higher Education. All rights reserved. 21 Gender Gender : Sociocultural dimensions of being female or male. Gender roles: Social expectations that prescribe how males and females should think, act, and feel. Gender typing: Process by which children acquire culturally appropriate thoughts, feelings, and behaviors. © 2011 McGraw-Hill Higher Education. All rights reserved.

22. © 2009 McGraw-Hill Higher Education. All rights reserved. 22 Views on Gender Development Biological Social Cognitive © 2011 McGraw-Hill Higher Education. All rights reserved.

23. © 2009 McGraw-Hill Higher Education. All rights reserved. 23 Gender Schema Theory Most widely accepted cognitive theory of gender.  Gender-typing emerges as children gradually develop gender schemas about what is gender- appropriate and what is gender-inappropriate in their culture.  Children are internally motivated to perceive the world and act in accordance with their developed schema. © 2011 McGraw-Hill Higher Education. All rights reserved.

24. © 2009 McGraw-Hill Higher Education. All rights reserved. 24 Gender Similarities and Differences The brain Physical performance Math and science skills Verbal skills Educational attainment Relationship skills Prosocial behavior Aggression Emotion and its regulation © 2011 McGraw-Hill Higher Education. All rights reserved.

25. © 2009 McGraw-Hill Higher Education. All rights reserved. 25 Gender Controversy Substantial gender differences found in  physical performance, writing skills, aggression, self-regulation, and prosocial behavior. Small or nonexistent differences found in  communication, math, and science. Reasons include:  extensive differences due to adaptive problems faced across evolutionary history.  gender differences due to social conditions.  differences exaggerated by popular media. © 2011 McGraw-Hill Higher Education. All rights reserved.

26. © 2009 McGraw-Hill Higher Education. All rights reserved. 26 Androgyny Androgny is the presence of positive masculine and feminine characteristics in the same person.  Androgynous boy might be assertive (masculine) and nurturing (feminine).  Androgynous girl might be powerful (masculine) and sensitive to others’ feelings (feminine). Sandra Bem, gender expert, argues  androgynous individuals are more flexible, competent, and mentally healthy than masculine or feminine individuals. © 2011 McGraw-Hill Higher Education. All rights reserved.

27. © 2009 McGraw-Hill Higher Education. All rights reserved. 27 Gender in Context Helping Behavior and Emotion Stereotype: Females are better at helping than males. However, it depends on the situation.  Females are more likely than males to volunteer their time to help children with personal problems.  Males are more likely to help in situations where they feel a sense of competence or that involve danger. © 2011 McGraw-Hill Higher Education. All rights reserved.

28. © 2009 McGraw-Hill Higher Education. All rights reserved. 28 Gender in Context Culturally prescribed behavior for males and females  Must be examined in different countries around the world. In the United States, similarities in male and female behavior is now more acceptable. In many other countries around the world, gender roles have remained more gender- specific. © 2011 McGraw-Hill Higher Education. All rights reserved.

29. © 2009 McGraw-Hill Higher Education. All rights reserved. 29 Eliminating Gender Bias Teacher-Student Interaction  Bias against boys  Bias against girls Curriculum and Athletics Content © 2011 McGraw-Hill Higher Education. All rights reserved.

30. © 2009 McGraw-Hill Higher Education. All rights reserved. 30 …is a form of power and dominance of one person over another that can result in harmful consequences for the victim. Quid Pro Quo School employee threatens to base an education decision (grades) on a student’s submission to unwelcome sexual conduct. Hostile Environment A student is subjected to unwelcome sexual conduct that is so severe, persistent, and pervasive that it limits the student’s ability to benefit from his or her education. Sexual Harassment © 2011 McGraw-Hill Higher Education. All rights reserved.

31. © 2009 McGraw-Hill Higher Education. All rights reserved. 31 Enter the Debate Should teachers treat boys and girls differently? YESNO © 2011 McGraw-Hill Higher Education. All rights reserved.

32. © 2009 McGraw-Hill Higher Education. All rights reserved. 32 Classroom Connections: Crack the Case— These Boys 1. What are the issues in this case? 2. Based on the ideas and information presented in your text to this point, discuss what you believe to be happening in this classroom and the possible influences on Mrs. Jones’s ideas of gender. Cite research and theories of gender development. 3. What influences do you believe Mrs. Jones’s behavior will have on her students? Why? © 2011 McGraw-Hill Higher Education. All rights reserved.

33. © 2009 McGraw-Hill Higher Education. All rights reserved. 33 Classroom Connections: Crack the Case— These Boys 4. What should Mrs. Jones do at this point? Why? What sort of outside assistance might help her? 5. If you were a student teacher in this classroom, what, if anything, would you do? Why? 6. What will you do in your own classroom to minimize gender bias? © 2011 McGraw-Hill Higher Education. All rights reserved.